A major division of the study of the class piano instructor was to gather data concerning specified teaching competencies and skills. The results of that portion of the study revealed that the respondents viewed most of these competencies and skills as Very Important to class piano instruction. The responding teachers viewed their preparation as Adequate or Very Adequate, and most of the selected competencies were viewed as having a Moderate effect on class piano instruction at the junior college level.

This study sought to investigate the current status of class piano instruction in public and private community/junior colleges accredited by the North Central Association of Colleges and Schools. It excludes those colleges designated as being vocational, technical, military, scientific, artistic, or professional. The data for this research was obtained through the use of a comprehensive survey of the target population. The results are based on the returns from that survey.

Data sought on the junior college class piano instructor revealed that a master's degree is held by the majority of respondents. Age varies widely, ninety-seven percent of the instructors are white, and over half are women. Prior teaching experience varies widely, but is considered Important to junior college teaching. The majority of respondents have never had a course to prepare them to teach in a junior college.

Data collected concerning the numbers and sizes of classes revealed that approximately half the institutions in the target population offer class piano instruction to students in general education, continuing education, and senior citizen programs as well as to music major transfer students. Approximately half the students are in the traditional college age bracket; most programs are based on a comprehensive musicianship approach but texts and materials vary widely. Instructional space and faculty salaries are considered Very Adequate, but a majority of the instructors feel they do not have Adequate time for preparation or personal growth and development.

This research had two principal foci: the nature of class piano instruction in community/junior colleges and the teachers providing the instruction.